Paragraphs: The Building Blocks of Writing · PDF fileParagraphs: The Building Blocks of Writing “I would argue that the paragraph, ... The order of words in sentences in English

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Paragraphs: The Building Blocks of Writing

“I would argue that the paragraph, not the sentence, is the basic unit ofwriting—the place where coherence begins and words stand a chanceof becoming more than mere words . . . Topic sentence followed bysupport and description insists that the writer organize his/her thoughts,and it also provides good insurance from wandering away from thetopic.”

—Stephen King, novelist

Writers build meaning in extended texts with words, sentences, and paragraphs.The order of words in sentences in English determines the meaning of a singlethought, and the order of sentences in paragraphs constructs the meaning of onegeneral theme or thought with multiple levels of examples and details. Todevelop a long piece of writing, writers use paragraphing to guide readersthrough a central claim supported with various main ideas or points and levels ofdetail for each idea. If your writing is hard to read because the information doesnot contain focused paragraphs that organize the details of your claim, readersmay become confused, lose interest, and not finish reading your writing. Englishreaders expect the paragraphs to move your central claim through the wholepiece with illustrative and concrete details and a clear pattern of organization.

You will need to construct each paragraph carefully based on your purposeand readers, selecting from a variety of patterns of organizations: general to spe-cific, process, comparative, problem-solution, and cause and effect. This unitfocuses on the general to specific paragraph arrangement, a core pattern in English writing in which the general topic is first and details become more spe-cific as the paragraph continues. You will frequently find it in academic essays,

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Inside Academic Writing: Understanding Audience and Becoming Part of an Academic Community Grace Canseco http://www.press.umich.edu/titleDetailDesc.do?id=323421 Michigan ELT, 2010

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26 n n n Inside Academic Writing

the introduction sections of research papers, opening paragraphs in discussionsand analyses, biographical statements, research briefs, and essay exam ques-tions—to name a few. You will learn to build clear paragraph units in a biogra-phical statement, a common and important text that presents events in your life.By creating a biographical statement that includes interesting details and isadaptable for multiple readers throughout your studies and career, you can dis-play your experience and attributes.

One-Paragraph Components

“Details make the difference between boring and terrific writing. It’s thedifference between a pencil sketch and a lush oil painting. As a writer,words are your paint. Use all color.”

—Rhys Alexander in Writing Gooder

When using the general to specific paragraph arrangement you should includethree components of information: a general statement or topic sentence, primarysupport sentences, and secondary support sentences. The general statement ortopic sentence immediately creates a familiar map in the mind of the readers—general to specific information. The readers know the theme of your paragraphand expect to find concrete and understandable details to help them comprehendand visualize this general theme. Your choice of details will determine the pictureyou paint for the readers. Try to picture the structure of a paragraph as a top tobottom structure with different levels of generality about a theme or an asser-tion. Imagine a pyramid or triangle with the point at the bottom. The top levelbegins with the topic sentence followed by multiple levels of details and exam-ples referred to as primary and secondary support. The primary support is moredetailed and would be the middle section of the triangle or pyramid. The second-ary support is even more specific and is the narrowest point of the pyramid.These primary and secondary levels of support illustrate concretely and providecredibility for the topic. The paragraph structure chart (Figure 2, see page 27)can help you visualize this top to bottom structure.


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2: Paragraphs n n n 27

Figure 2: Paragraph Structure Chart

GeneralFocus

PrimarySupport

PrimarySupport

SecondarySupport

SecondarySupport

SecondarySupport

SecondarySupport

Determining the number of primary and secondary ideas in an academic para-graph is not always easy, so applying the general rule of having two to three pri-mary ideas and at least two secondary ideas for each primary idea in a paragraphcan be helpful. Read the paragraph about science (Turkle, Falling for Science,2009) illustrating a general topic sentence and details that visualize the theme forthe readers.

Science is fueled by passion, a passion that often attaches to the worldof objects much as the artist attaches to his paints, the poet to his or herwords. Putting children in a rich object world is essential to givingscience a chance. Children will make intimate connections, connectionsthey need to construct on their own. At a time when science education is in crisis, giving science its best chance means guiding children toobjects they can love.


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Exercise 2A: Recognizing Top-to-Bottom Structure

Read the paragraph about good thinkers from Stephen D. Krashen’s book Explorations in LanguageAcquisition and Use (Heinemann, 2003). Notice the top-to-bottom structure, and answer the ques-tions.

1 Studies of “good thinkers” also give us some reason to believe that reading

makes you smarter. 2 Good thinkers, however they are defined, read a great deal

and have read a great deal. 3 Simonton (1988) concluded that “omnivorous

reading in childhood and adolescence correlates positively with ultimate adult

success.” 4 Schaefer and Anastasi (1968) reported that high school students

considered to be creative read more than average students, with more creative

students reporting that they read over fifty books per year. 5 Emery and

Csikszentmihalyi (1982) compared fifteen men of very similar background who

became college professors with fifteen men of very similar background who grew

up to become blue-collar workers. 6 The future professors lived in a much more

print-rich environment and did far more reading when they were young.

References

Emery, C., and M. Csikszentmihalyi. 1982. “The socialization effects of cultural role models inotogenetic development and upward mobility.” Child Psychiatry and Human Development, 12:3–19.

Schaefer, C.E., Anastasi, A. 1968. “A biographical inventory for identifying creativity in adolescentboys.” Journal of Applied Psychology, 52: 42–48.

Simonton, D.K. 1988. Scientific genius: A psychology of science. Cambridge, UK: CambridgeUniversity Press.

1. What is the general focus (or top level) of the paragraph? ________________________

__________________________________________________________________________

2. What is the primary support idea? ____________________________________________

__________________________________________________________________________

3. How many secondary support ideas are included? _______________________________

4. Which sentences show the secondary support? _________________________________

__________________________________________________________________________



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Exercise 2B: Analysis of Paragraph Structure

A famous speech by John F. Kennedy on space exploration illustrates how the general focus of theparagraph (the topic sentence) guides the reader through the paragraph with brilliant detail. Read anexcerpt from the speech, and use a highlighter to mark the detail that illustrates each bolded timespan.

n n n n n n n n n n n n n n n n n n n n n

John F. Kennedy’s Moon Speech—Rice Stadium/September 12, 1962

No man can fully grasp how far and how fast we have come, but

condense, if you will, the 50,000 years of man’s recorded history in a

time span of but a half-century. Stated in these terms, we know very

little about the first 40 years, except at the end of them advanced man

had learned to use the skins of animals to cover them. Then about 10

years ago, under this standard, man emerged from his caves to construct

other kinds of shelter. Only five years ago man learned to write and use

a cart with wheels. Christianity began less than two years ago. The

printing press came this year, and then less than two months ago,

during this whole 50-year span of human history, the steam engine

provided a new source of power. Newton explored the meaning of

gravity. Last month electric lights and telephones and automobiles and

airplanes became available. Only last week did we develop penicillin

and television and nuclear power, and now if America’s new spacecraft

succeeds in reaching Venus, we will have literally reached the stars

before midnight tonight. This is a breathtaking pace, and such a pace

cannot help but create new ills as it dispels old, new ignorance, new

problems, new dangers. Surely the opening vistas of space promise high

costs and hardships, as well as high reward.

From Key Documents in the History of Space Policy. National Aeronautics and SpaceAdministration.



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Biographical StatementsEven though the purpose of paragraphs vary, the components remain the same.For example, you will frequently create a common academic text, a biographicalstatement, to present yourself as a credible member of a community. These para-graphs should contain an organized structure with the three components ofinformation. Note the outline for a biographical statement written by a mathprofessor illustrates the components in the proper order: a topic sentence, threeprimary support ideas, and secondary support ideas.

Dr. James Nagy has specialized in mathematics during his extensivecareer. (Topic Sentence)

à Education (Primary Support)

He was awarded a BS in Mathematics in 1986 and an MS in Computational Mathematics in 1998, both from Northern IllinoisUniversity.

In 1991, he was awarded a PhD in Applied Mathematics fromNorth Carolina State University.

à Work Experience (Primary Support)

He was a Postdoctoral Research Associate at the Institute of Mathematics and its Applications, University of Minnesota, from1991–1992, and a member of the faculty in the Department ofMathematics at Southern Methodist University, Dallas, from1992–1999.

Since 1999 he has been a member of the faculty in the Mathematicsand Computer Science Department at Emory University in Atlanta,Georgia.

Work Experience Detail (Secondary Support)

In 2001, he was selected to hold the Emory Professorship for Distinguished Teaching in the Social and Natural Sciences.

à Publications (Primary Support)

He has published many research papers on scientific computing,numerical linear algebra, inverse problems, and image processing.

Publication Detail (Secondary Support)

His particular research interests are in the numerical solution oflarge-scale structured linear systems.



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Now read the same biographical statement written in paragraph form and visualize the components from the outline.

Dr. James Nagy has specialized in mathematics during his extensive

career. He was awarded a BS in Mathematics in 1986 and an MS in

Computational Mathematics in 1998 both from Northern Illinois

University. In 1991, he was awarded a PhD in Applied Mathematics

from North Carolina State University. He was a Postdoctoral Research

Associate at the Institute of Mathematics and its Applications,

University of Minnesota, from 1991–1992, and a member of the faculty

in the Department of Mathematics at Southern Methodist University,

Dallas, from 1992–1999. Since 1999 he has been a member of the

faculty in the Mathematics and Computer Science Department at Emory

University, Atlanta. In 2001, he was selected to hold the Emory

Professorship for Distinguished Teaching in the Social and Natural

Sciences. He has published many research papers on scientific

computing, numerical linear algebra, inverse problems, and image

processing. His particular research interests are in the numerical solution

of large scale structured linear systems.


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Exercise 2C: Analyzing Biographical Statements

Read the biographical statement, and identify the general focus of each paragraph.

Daniel Domingues, a student in the History

Department at Emory University, studies Atlantic

history and Modern Age slavery. He specializes in

Brazil’s trans-Atlantic slave trade and the

commerce of captives in the western coast of

Africa. _________________________________

Before studying at Emory, Daniel completed

a bachelor’s degree in history at the Federal

University of Rio de Janeiro, Brazil, in 2004 with

an honor’s thesis on the western islands’ slave

trade of Africa. This research was supported by

grants from the National Council for Technological

and Scientific Development and the Foundation

for Research Support of the State of Rio de

Janeiro. Daniel’s interest in historical

documentation led him to work for the Brazilian

Archeology Institute, where he developed

research projects on colonial history of that

country with a special focus on the world of

the captives. _________________________________

Daniel continues his research focusing on the

impact of slave trade on African societies. During

the summer of 2005, he traveled to Angola

through a grant received from the Institute of

National Archives/Tombo Tower and the Luso-

American Foundation for Development in

Portugal. He also traveled to Portugal during the

summer of 2006 to further this research.

Currently, he is contributing to a research project

entitled “Voyages: the Trans-Atlantic Slave Trade

Database” that will track every slaving voyage

that sailed across the Atlantic Ocean during the

Modern Age. _________________________________


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Writing Assignment: Brief Biographical Statement

Write a biographical statement to post on a website, in a department newsletter, or for a publication.The purpose of this writing is to showcase your academic qualities, past experiences, and researchinterests and to present yourself as a competent member of the community. To avoid “wandering” from your topic, follow these steps:

1. Outline your ideas using the components of a typical general to specific paragrapharrangement.

2. Write one paragraph. Include five sentences (topic, three primary ideas, and a finalstatement). The three primary sentences can include your education, work experience,and research interests.

3. Write the paragraph again, and expand it to 10–11 sentences. You should insert twosecondary support ideas to illustrate each of the three primary ideas.

From Paragraph to Whole TextSome biographical statements are powerful because they focus on a unique themecarried though multiple paragraphs and humanize the writer. The theme chart (Fig-ure 3) can help you visualize how a theme can be used throughout the statement.By carrying a theme in the first paragraph throughout the whole text, you willdraw the readers’ attention to an important central idea about you which might becritical to your receiving a fellowship, internship, or publication acceptance. If youwrite the same chronological statement for applications, presentations, proposals,funding, and professional positions in this competitive, academic, and professionalenvironment, you will fail to capture the readers’ attention. Analyze the two biog-raphical statements written by the same person.

Theme

• Past• Current

• University Level• Specialized Training

• Past• Current Interest

Areas of Specializationand Interest

Education

Publications

Figure 3: Theme Chart


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Student Model 1: Maintains a Central Focus

Notice how each paragraph in Student Model 1 has a central focus. Paragraph 1 focuses on educa-tional background, Paragraph 2 on research interests, and Paragraph 3 on her career as a writer.


Margarita Pintado, a graduate student in the Spanish Department at

Emory University, studied Journalism and Mass Media Communications

at the University of Puerto Rico from August 1999 to May 2003.

During that time, she collaborated on magazine, newspaper, “cyber-

journalism,” and firm projects. After completing her Bachelor’s degree,

she entered the Graduate Department of Hispanic Studies at the same

institution. Before finishing her Master’s degree, she moved to Atlanta

to initiate a PhD degree in Spanish.

Her current studies focus on Contemporary Latino American and

Caribbean Literature. Her writing reveals a strong concern with the new

and different literary styles that describe those countries. She explores

the impact of post modernism on such authors as Pedro Juan Gutiérrez,

Fernando Vallejo, Leonardo Padura, Rita Indiana Hernández, and

others. One of her most significant research areas illustrates the step

between magical realism to dirty realism, or in other words, the transition

from illusion and hope to disappointment and pessimism. Several of her

investigative essays have been published in academic magazines such as

Revista de Estudios Hispánicos, Letras, Derivas and Claridad.

Besides her interests in Literature, Margarita has started a career as

a writer. Last year she published the short story “Negativos de arena,”

from The Anthology Cuentos de Oficio (Terranova Editors, 2005), a

compilation of new literary voices. Currently, she publishes articles for

different literary magazines in the United States.



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Student Model 2: Carries a Unique Theme Throughout

Note how the writer includes a unique theme in Student Model 2 (underlining) and carries the themethrough each paragraph. The writer has focused this biographical statement to readers interested inher interdisciplinary interests.


Margarita Pintado focuses her research in projects related to journalism

and social issues. Currently, in a PhD program in Hispanic literature,

she has discovered a new interdisciplinary perspective with writing

which bridges her interests in literature and society.

Born in Puerto Rico, Ms. Pintado always loved writing and

literature as a child. Evidence of literature was always present in her

home, where the solicited toys were books. As a high school and college

student, Ms. Pintado discovered journalism that focused her concerns

on the social aspects of justice, freedom, equality, and diversity. Through

journalism, her interests as a writer and as conscious citizen connected.

After she finished her Bachelor’s degree in Journalism at La

Universidad de Puerto Rico, Recinto de Río Piedras, she moved to

Atlanta to enroll in a PhD program in Hispanic Literature at Emory

University continuing her research interests related to Hispanic literature

and social issues. Ms. Pintado has started a career as a writer and has

recently published a short story “Negativos de arena” in The Anthology

Cuentos de Oficio (Terranova editors, 2005), a compilation of new

literary voices.


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Exercise 2D: More Analyzing Biographical Statements

Answer these questions about the models. Then talk about your answers in a group.

1. Which model do you prefer? Why? ___________________________________________

_________________________________________________________________________

2. Where do you think Margarita will use Model 1? _______________________________

_________________________________________________________________________

3. Where might Margarita use Model 2? _________________________________________

_________________________________________________________________________

Writing Assignment: Biographical Statement

Draft a biographical statement of 250–300 words (with at least three paragraphs) to situate youwithin your department or a particular field or profession. Consider the statement as part of an appli-cation packet for a travel grant to advance your research in another country. This statement shouldidentify your current position, major accomplishments, interests, and concerns. Select a unique themefor the biographical statement, and make sure you carry the theme throughout the statement. Takenotes using the outline on page 37 before starting to draft the statement.


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Outline

Audience: ________________________________________________________

Faculty?

Administrators?

Students?

Other?

Purpose/Theme: ___________________________________________________

Central Focus?

Unique Theme?

Organization: _____________________________________________________

Each paragraph has a focus that connects to the theme?

General to specific?

Primary Support: __________________________________________________

__________________________________________________

__________________________________________________

Academic background?

Current position?

Past positions?

Research interests?

General interests?

Publications?

Awards?

Honors?

Secondary Support: ________________________________________________

________________________________________________

Details?

Examples?


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Rewrite as a Critical ThinkerSkilled writers know that the first draft is never the only or final draft. As youevaluate and rewrite your ideas, you will discover more details and often reframeyour thoughts. Think of rewriting not as a chore but as an opportunity to createyour claims and ideas visually with multiple levels of detail for a specific audi-ence. You will learn how to revise in detail in Units 6 and 7, but for now you canbegin the process of rewriting by focusing on the areas studied in Units 1 and 2.

Exercise 2E: Revising

Revise the first draft of your biographical statement after putting it aside for a few hours or a day.Read it again, evaluating it for audience.

1. Are your readers general readers or field expert readers?

_________________________________________________________________________

_________________________________________________________________________

2. How much do the readers know about you?

_________________________________________________________________________

________________________________________________________________________

3. How interested are the readers in your biographical statement?

_________________________________________________________________________

________________________________________________________________________

4. How can you make the readers interested?

_________________________________________________________________________

________________________________________________________________________


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Based on your answers, add, delete, or move ideas, and then rewrite your statement. At this point,don’t worry about grammar; individual issues will be addressed in Unit 7. Read the steps, and checkthem as you complete them.


Steps Completed

1. Read the text without stopping.

2. Insert ideas for additional content or cross out content for deletion.

3. Highlight the central theme or focus in the first, introductory paragraph.

4. Underline or draw lines connecting words and phrases in the second,third, and fourth supporting paragraphs that link to the theme.

5. Highlight the central topic (or main idea) in each paragraph.

6. Number the multi-level support sentences in each paragraph.

7. Insert additional support, if needed.

8. Rewrite on a separate sheet of paper.

Using a Rubric to Assess WritingYour instructor will grade your final draft using the biographical statement grad-ing rubric (page 180). The rubric illustrates the importance of theme, support,and organization. Read the rubric, and ask your instructor to explain any partsthat you do not understand. Complete the rubric to assess your final draft of thebiographical statement. Compare your analysis to your instructor’s.


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